E93 

.U789 


FLS 

2014 

046650 





-r, 

<J> O N O 


-9 

•< 


o 



> 

o 


tf. 



'o * * '* ,0 o ><^ 

fv V 0 o _ ^n 

C° °o 



■'O , s'^ 




* ^ 



^o K . 

■4 o >- * A '^i t. 

it O *■ ■) j-vO 

^ O ^ «; , n - ^0 o N 0 

’ ' ° ' ->P 'i-V^ * ^ ► ' /C 91 





,4 o^ V > 


o ^ j. 

t 




b V 
A V", 

V> V tx " * <bv 


V 








\J 





^ ' * • ^ ^ O’ 0 > 

, ^ ^^l 'J' a^fdvTp^ ^ ^ 


- V ^ 

’ ^ 4 ' 

' • • V ^ ^ 

A^ fhr!^ 

; . 3 “^ 




o * A, 


o V 



9 

0 « ' <l,^ o ^0 ^ 



■t <^y -* 





o * 



V„« ;,^af^, 

O'^ 

V ^ '' * cv ^0 s 

'C?' <* V 

- " 

^ ' . * S ^ A "C^ 'o , 

°o A .>^-. v_ 0 ,• 





V>> k'^ 


^a V 



J’ 'V 

,G^ ^ ""^.5 

q 3 <, 0 ”^“, "^O, 


O' 



b V 




V 



^0 <^ " = » o ’ A *•11* 

:m;^o .v^. 

/ A \ 

o’^ c«_: °% o \ 

' -ov^ : 

, 3 ^ o 0 

_y.o ^ .O^ >.> V 




o 




DEPARTMENT OF THE INTERIOR 

> OFFICE OF INDIAN AFFAIRS 


METHODS AND SUGGESTIONS 

FOR 

INSPECTING OFFICERS 

OF THE 

UNITED STATES INDIAN SERVICE 


February 23, 1916 



WASHINGTON 

GOVERNMENT PRINTING OFFICE 
1916 



3 

■ U1S°[ 



D. of D. 

JUN IS 1916 


\ 





I ‘ar 

. L 




\ 





li 


'•I 






£ P ? « 'i. - ; ^ - 







y 

• 

^ GENERAL SUGGESTIONS FOR INSPECTING 
' OFFICERS. 

It is iinpructicahle to speoifv the numerous and 
various matters which are proper subjects for in- 
spection and general supervision by inspectors, super- 
visors, and special agents. Supervision, inspection, 
and investigation should lie constructive in character, 
with a view to promoting the welfare — morally, indus- 
trially, and otherwise — of the Indians,^ elevating the 
tone of schools, improving the methods of instruction 
and administration, conserving the health, prosperity, 
and individualism of the Indians by increasing the 
efficiency of superintendents and employees. 

More effectively to reach and adequately care for 
these varied interests of the Indians, the country has 
been divided into 10 supervisor districts, and an in- 
specting officer assigned to each. These districts are 
arranged so as to enable the supervising officer 
thoroughly to cover each activity in his district two 
or more times annually. To do this he must so ar- 
range his itinerary that each point can be reached 
with as little loss of time as jiracticable. The time 
given to each reservation, school, etc., depends upon 
its size and importance, l)ut the inspecting officer 
must remain there a sufficient time to examine per- 
sonally every detail of administration. The Indians 
must be visited in their homes, counseled with and 
advised of the Government’s wish to improve their 
health, morals, and material interests, and the in- 
spector must patiently listen to their complaints, so 
as to rectify them or explain their misunderstand- 
ings. These trips must be made independently and 
personally, so that your report on conditions may be 
an accurate reflex of your fiest .judgment based on 
actual knowledge. 



( 3 ) 


4 


Inspecting officials will make suggestions to super- 
intendents as to better methods and more efficient 
management, and give (‘areful consideration to their 
recommendations as to what enterprises or under- 
takings should receive greater or less attention, and 
in what instances the established policies could or 
should be more closely adhered to. Cooperate always 
with the superintendent, farmer, stockman, matron, 
physician, clerks, teachers, and all other employees, 
in welding the force into a powerful engine, har- 
monious in all its parts and working under a full 
head of steam, for the uplift of the Indians. 

The general administration of each jurisdiction 
should be carefully observed — whether the superin- 
tendent is getting out on the reservation and giving 
due attention to the various activities under his con- 
trol, or whether he is giving too much time to office 
routine, business details, or manifesting undue inter- 
est in one thing to the detriment of others. See if 
the chief clerk is strong enough to manage properly 
the office details in the absence of his chief, and 
whether he is given the latitude .requisite to permit 
the superintendent to devote the greater part of his 
time to the larger elements of administration. Are 
the details of school management, office work, and in-jji 
dustrial activities of the Indians directed personally | b 
by the superintendent or through a properly coordijcf 
nated and harmonious corps of heads of departments 
Is the principal of the school large enough, from a 
executive standpoint, to administer the school affair f 
under the superintendent? 

See if the employee force is sufficient or insuf 
cient for the work required and if it is properly orga 
ized, harmonious, efficient, and getting results. 

Efficiency reports on the regular official blan 
should be made on all employees with whom the J 
pervisor becomes sufficiently acquainted to be able f 


A 


f ,'r, 

wir , 


form an opinion as to their capability, industry, r 
efficiency. The Commissioner wants to know if ■ 


<J2h f 

Am-;? 


5 


employees are doing the right thing under all circum- 
stances. 

Discourage transfers — they are not regarded as best 
for the service or for the employees. Let it be em- 
phatically known that the Commissioner looks with 
disfavor on transfers. It is neither desirable nor in 
the interests of good administration for inspecting 
officers to recommend promotions ; however, they 
should give every employee due credit in his report, 
and if one is worthy of an increase let the facts of 
the report show it so clearly that a recommendation 
is unnecessary. 

In their personal relations with employees on res- 
ervations inspecting officers must avoid any sugges- 
tions as to available positions on reservations previ- 
ously visited by them to which employees might seek 
transfer. Anything in the nature of “ making slates ” 
with superintendents or other employees is forbidden. 

Impress this thought on all : That every employee 
of tlie Indian Bureau must help to reduce the fright- 
ful mortality among Indian infants ; that superin- 
tendents, teachers, physicians, matrons, nurses, and 
everyone can do something in this direction by in- 
struction or example, the physician with his science, 
the nurse with her trained skill, the matron with her 
motherly solicitude, and everyone by personal cleanli- 
ness and sobriety, and observance of hygienic rules. 

Remember that your reports are confidential docu- 
ments for the use of the Commissioner and must not 
be made public, nor must their contents be made 
known. 

. Avoid interviews or discussions of your work with 
persons other than those connected with the line of 
your duty. 

, On every reservation, where practicable, a first-class 
?tair should be conducted, preferably in the fall. A 
I )aby show, too, is a good thing everywhere. Empha- 
I lize these points, and create an enthusiasm for 
prrying tliem out successfully. 

. i 


V 


6 




Oil eacii revisit to a reservation or scliool the mat- 
ters forming the subject of a former report should be 
carefully reviewed to see that the inspector’s sug- 
gestion or the office instructions have been carried 
out. Briefly stated, your reports should be followed 
up continuously. 

Discourage participation in circuses, wild-west 
shows, and improper dances. 

Careful attention sliould be given to tlie use made 
by Indians of their capital, whether it be lands, live 
stock, or individual Indian money, and you should 
learn whether superintendents are assisting the In- 
dians in making the best use of their resources. In 
this connection, keep an eye on the returned students 
and specially see if they and others are worthy of be- 
ing extended credit from the reimbursable funds avail- 
able, and if they are working on their allotments. 

In making recommendations for material improve- 
ments in the plant, inspecting officers will consult 
with the superintendent, and so frame their recom- 
mendations that a practical liasis of needs and avail- 
able money will render the report valualfle. It is 
recognized that a great amount of money is required 
to place many plants in tlie best condition, but our 
officers can readily find out the amount of available 
funds for such purposes and assist the Indian Office 
by showing it how good results can be attained from 
applicable funds. This will ol)viate many useless 
recommendations and needless work. 

Reports should call attention to needs which, 
although it may not be possible to provide for them 
immediately, will demand funds and administrative 
action in the future. 

Reports should be directed to those matters requir- 
ing administrative action or should call attention to 
conditions of which the Indian Office should be in- 
formed. Reports in detail should not be made rela- 
tive to ordinary affairs, routine work, or where the in- 
specting officer can by mutual understandings between 


V 


the siiperinteiKlent, employees, and others obtain har- 
mony and a satisfactory adjustment of differences, 
or wliere by mutual agreement the superintendent, 
without exceeding his authority or funds available, 
may effect the improvements suggested. 

Inspecting officers should impress superintendents 
with the fact that they are held responsible for every 
activity relating to Indians within their jurisdiction, 
from “ saving the babies ” to taking care of the old 
Indians. Kind and constructive criticism with helpful 
suggestions will establish proper , relationships be- 
tween inspecting officers and superintendents. Let 
the latter know and feel that you are on the reserva- 
tion to help build up, not to tear down, but that 
inefficiency, wrongdoing, and loafing on the job will 
be handled by you fearlessly, justly, and without 
partisanship or malice. 

Until the special force of supervising superintend- 
ents have completed the introduction of the new 
course of study in the several schools, inspecting offi- 
cers in charge of districts are not charged with such 
introduction. After it has been introduced and the 
services of the supervising superintendents dispensed 
with, your inspection will cover all school mattA's; 
meanwhile strongly and persistently support the voca- 
tional school system. Throw your soul into the work 
and create an enthusiasm which will act with re- 
doubled force on all field employees. 

For the purpose of outlining and suggesting the 
proper scope of investigating work and to get before 
the office what it should know about the field activi- 
ties, an elaboration of the duties and suggestions 
referred to in the foregoing is appended. This elabo- 
ration is based upon the sectionalized plan of the 
Indian Office and enables a report on varied subjects 
to be handled in the most expeditious manner by 
those best qualified to act on it. A detailed report 
under each heading is not desired unless the results 
of the inspection require that it should be brought to 


29853—16 2 


8 


the attention of the Coniinissioner ; nor are they to 
be confined to the enumerated subjects, where matters 
arise which in the judgment of the inspecting officer 
require attention and report. ' 

You will report by wire your arrival at one point 
and your departure for another, except where to do 
so will prejudice interests intrusted to you, in which 
case promptly report by mail. Do not fail to make 
out and mail to me the daily report on the blanks to 
be furnished you on requisition. 

Cato Sells, Commissioner. 

February 23 , 1916 . 

REPORT OUTLINES. 

« 

The following outline indicates some of the things 
to be observed on every reservation and at every 
school visited. There is no necessity for discussing 
in the report any items enumerated herein which do 
not require comment. 

The report must be made in sections corresponding 
to the sections given under each division of this out- 
line, and each section must be signed, dated, and 
refWence made to the school, agency, etc., to which 
the comments apply. 

Eacli section must begin a page, and have a margi- 
nal space of 2 inches at top and 1 inch at the left of 
page. 

Inspecting officers are not confined solely to the 
items of this outline, but should report any facts and 
conditions which should be brought to the commis- 
sioner’s attention. 

Every report should be concluded with a summary 
of the definite recommendations made in each section, 
numbered consecutively, and page and section of re- 
port given where full details are to be found. 

Reports should be submitted in duplicate and as 
early as practicable, and must contain a statement 
giving dates of your arrival and departure. 


9 


EDUCATION DIVISION. 

1. SCHOOLS. 

(a) Material plant. — Character of buildings, adapt- 
ability to needs, condition, repairs, and improvements 
needed. Heating ; lighting ; ventilation ; sewerage ; 
water supply ; fire protection, fire-fighting apparatus 
and drills. New buildings required. 

(b) Vocational training. — Farm, garden, dairy, 
trades, and domestic departments. Equipment — ade- 
quacy of machinery and implements and their condi- 
tion and upkeep. Does live stock check with prop- 
erty return? Is farm properly stocked with horses, 
hogs, sheep, and poultry? Breed of stock in dairy 
and degree of blood. How long has bull been with 
herd? Is milk of each cow being weighed, and is 
Babcock test used to determine whether each animal 
is giving an adequate return for the cost of its keep? 
How is the milk handled and used? Do pupils get a 
sufficiency of milk and butter? If surplus, how used? 
Is dairy herd examined for disease as frequently as 
required for safety? Is the dairyman competent and 
qualified to instruct pupils in dairying? Is sufficient 
attention given to general stock raising? Are colts 
raised? Are hogs raised; if so, how disposed of? Is 
gardening given emphasis? Does the school garden 
produce a plentiful supply of vegetables for use dur- 
ing the different seasons of the year? Is any attention 
given to fruit raising? In addition to the regular 
academic studies, are all of the boys required to take 
practical courses in farming, gardening, dairying, 
farm carpentry, farm blacksmithing, farm engineer- 
ing, farm masonry, farm painting, shoe and harness 
repairing; and are the girls required to take courses 
in home cooking, sewing, laundering, nursing, poultry 
raising, and kitchen gardening? Is an adequate sup- 
ply of eggs provided for the school? What new equip- 
ment, if any, is needed in various departments to in- 
sure efficient instruction in harmony with the new 


10 


course of study? How much time is given each week 
to instruction and how much to production? Is course 
of study intelligently adapted to local conditions? 
Are agricultural, etc., bulletins provided and used? 
Has the new course of study been thoughtfully and 
intelligently introduced? Are all employees interested 
in pushing it? Is there a thorough correlation of 
academic and industrial instruction? Are instructions 
contained in the new course of study concerning voca- 
tional guidance being intelligently followed? Are 
pupils who are ready for vocational courses generally 
selecting those vocations which they are most likely 
to follow after they leave school? 

(c) Academic training. — Is preparation of yearly 
calendar, daily program and weekly outlines given 
careful thought and attention, and when prepared 
are they intelligently followed? What is the length 
of daily sessions? Actual time devoted to recita- 
tions ; to study hours. What are the methods of grad- 
ing and promotion of pupils? Are teachers’ methods 
of instruction up-to-date? Do class and teachers 
familiarize themselves with the work of the indus- 
trial teachers and with the home environment of 
pupils and relate the classroom work intelligently 
to the same? Is sufficient emphasis placed upon the 
construction and the use of English? How many 
grades are maintained? Does the school provide 
educational publications for the use of instructors? 
Do the individual instructors subscribe for publica- 
tions especially applicable to the work of their re- 
spective departments? Is there sufficient supply of 
text, supplemental, and reference books? What is 
their condition? Are book covers used? Observe 
blackboards, maps, thermometers, school furniture, 
school library, papers and magazines, stereopticon and 
supplies, kindergarten material, and report on any of 
these which need attention. Condition of classrooms, 
general appearance. Cleanliness of walls, floor, and 
ceiling. Decoration of walls. Ventilation. Tempera- 


11 


ture. Heating. Lighting. Seating arrangements. 
Enrollment. Number in actual attendance, boys, girls. 
Regularity of attendance. 

(f) Student body. — Capacity, enrollment, number of 
pupils, boys and girls, compared with the records 
of attendance ; regularity of attendance. Transfers 
of pupils to and from the school. Special attention 
to eligibility of pupils as to age and previous record in 
other schools. Proportion of mixed bloods to full 
bloods. Discipline. Organization of pupils’ associa- 
tions. Supervision of pupils’ correspondence. Defec- 
tive and incorrigible pupils. School census and 
pupils’ records, accuracy, and preparation. Method 
of handling pupils’ funds. 

(g) Returned students. — Method of keeping record 
of pupils after leaving school. Reports as to their 
progress. Are returned students worthy of reim- 
bursable funds? Are they following the vocation for 
which trained? How do they make use of these funds 
in comparison with the other Indians who have used 
these funds? Do returned students get out on their 
allotments ? 

(h) Outing system. — Extent, character, supervision, 
and number of pupils involved. Earnings. General 
results of the outing system. 

(i) Public and mission schools. — Number of Indian 
and white pupils enrolled in public schools. Regular- 
ity of attendance. Number of such schools available. 
Local attitude. Tuition of Indian and whites. Con- 
tracts. Inspection, how often, and by whom? Prog- 
ress of pupils. Compulsory laws in relation to 
Indian pupils. Mission schools — contract and non- 
contract. Private schools. Capacity of such schools, 
methods of instruction and general matters looked 
into at these schools. 

(j) Religious and moral training. — Observance of 
regulations as to religious worship. Religious organi- 
zation among pupils. Sunday school and church at- 
tendance, accessibility, etc. Temperance instruction. 


12 


Moral conditions and jj;eneral tone of school and em- 
ployees. Means i)rovided for the culture and refine- 
ment of pupils, libraries, music — hands, orchestras, 
etc. 

2. LA W AND ORDER. 

(a) Liquor conditions. — Are there any saloons on 
the reservation? What saloon towns are there on the 
ceded portion of the reservation, or in the vicinity of 
the reservation and to what extent do the Indians 
visit these places? To what extent do the Indians 
bring liquor on the reservation? To what extent is 
the reservation visited or traversed l)y a transient 
class and to what extent are they responsible for the 
introduction of liquor or its sale to the Indians? 
What is the reason for this class being on the reserva- 
tion? Is the liquor sold to the Indians directly or by 
subterfuge? What is the sentiment in the vicinity of 
the reservation on the question of the i)rotection of the 
Indians from intoxicants and to what extent do the 
local authorities and citizens cooperate and assist in 
this matter? What is the effect of prohibition in that 
vicinity on the traffic in intoxicants among the In- 
dians? What steps are taken by the superintendent 
and other employees, especially those commissioned 
as deputy special officers, to protect the Indians from 
intoxicants and to what extent does it interfere with 
their regular duties? If the services of a special 
officer are necessary, submif a full stafement as 
to' the condition which warrants it. If officers visit 
the reservation, upon whom can they rely for valuable 
information as to conditions and persons responsible 
therefor? What legislation is necessary to make more 
effective the suppression of the liquor traffic on the 
reservation? To .what extent has the pledge-signing 
campaign been carried out on the reservation and 
what has been its success and have the Indians who 
have taken the pledge kept the same? To what ex- 
tent do the traders handle intoxicants and proprie- 


13 


tary medicines which may be said to have an alcohol 
base? 

(b) Marriage and divorce. — IMarital conditions. 
How are licenses granted? Record of marriages. 
Are efforts made for promoting legal marriages? Ex- 
tent of divorces. Any legal la-ocedure regarding these? 

(c) Courts of Indian offenses. — Character of In- 
dians comprising the court. How is court appointed 
and constituted? How are its decrees executed? Are 
prisoners confined in jails? Character and condition 
of buildings used for that purpose. Are prisoners 
required to work on roads, Imildings, or other public 
improvements, etc.? 

(d) Plant. — Character of agency buildings, their 
condition, adaptability to needs, etc., as called for 
under section a, division 1, of this outline. 

(e) Government live stock for school and agency. — 
Number, condition, and whether excessive or other- 
wise. 

(f) Use of peyote or mescal. — To what extent used. 
Has it any religious significance in the tribe? How do 
the Indians procure their supply? Does it affect the 
moral and industrial welfare of the Indians? What 
steps are taken by the superintendent and others to 
discourage and prevent its use? 

3. INDUSTRIES. 

(a) Generally. — Lands, soil, climate, conditions, and 
adaptability for farm products or stock raising. What 
are now and will in the future be the paramount 
sources of income and maintenance of the Indians — 
agriculture, live stock, employment,, rations, cash pay; 
ments, and their relative importance? How are farm- 
ing districts laid off, how managed, and are farmers 
and stockmen provided with adequate quarters and 
means of travel? Do they reside in their districts? 
Proportion of time given to actual supervision and 
other duties, description of which should be given. 
Character of supervision and instruction given the 


f 


14 


Indians, and is it adequate? All Indian families 
should have gardens, with root cellars, and save their 
surplus fruit crops by canning, drying, or preserving. 
Is there a market for the stuff raised? Are the Gov- 
ernment employees paying attention to the method 
of such disposition of farm products and surplus 
stock? Reservations must raise what they consume 
if soil and climate make it possible. If they are not, 
what are the reasons? Cattle and horse stealing and 
illegitimate sales and killing of stock. 

(b) Agriculture. — Character of soil and crops to 
which reservation is best suited. If an irrigation 
system is in operation, how is it being cared for and 
is it being properly used to the limit of availabil- 
ity? — if not, suggestions for doing so. If an irrigation 

* 

system is under construction, or projected, are ade- 
quate arrangements being made to utilize it when 
completed? The class of crops grown — is it remu- 
nerative? Is full use being made by the Indians of 
their land? If not, what should be done to bring 
about this full use? Are Indians adequately supplied 
with teams, implements, seeds, etc.? Are farm build- 
ings and fences kept in good repair? Are ponds and 
reservoirs of simple construction dug by Indians 
where they may be used for stock or small irrigation 
projects? Are noxious weeds being eradicated or 
controlled ? 

(c) Live stock. — The kind and approximate number 
of live stock of every Iviiul on the reservation ; how 
owned and distributed. Are the breeds best suited to 
their needs? How many farmers own a cow and a 
'calf, and how do they care for these? Get every 
Indian family to keep a cow. Appeal to the mother 
instinct that to do so will save the children. Impress 
this forcefully on the farmers. Character, breeding, 
and general care of work horses, and is their number 
sufficient? If the grades of live stock are low, is up- 
breeding being done, and to what extent? Condition 
of range. Is water being developed so that range can 


15 


be used to best advantage? Management of tribal 
herds. Provisions for feed, shelter, and care of indi- 
vidual and tribal stock during the winter months. Is 
salt provided for range animals? Have we enough 
bulls and stallions; if not, what are the needs? Are 
they properly watched? We do not want stallions who 
are too old for service. Are the men handling stock 
in full sympathy with the Indians? Look carefully 
into the sheep industry. Watch what happens to stock 
during extremely cold weather — whether there is any 
substantial loss, whose fault, and how it can be pre- 
vented. Has the money invested in stock produced a 
business man’s profit? 

(d) Home building. — General character of home and 
farm buildings ; are the Indians improving them? How 
are they built, and have they the means or materials 
at hand to construct comfortable buildings? Are they 
encouraged to build better houses, improve them, and 
make them more homelike? Are substantial fences 
used? Is water for domestic purpose good, and how 
obtained? Is proper shelter provided for domestic 
animals such as cows, pigs, chickens, etc.? 

(e) Care of needy. — How many Indians are on the 
ration roll? What ration, and how often is it given? 
Procedure of seeing that only deserving Indians re- 
ceive rations? What percentage of the tribe get ra- 
tions? Why are they given? What per cent of able- 
bodied Indians are given rations? Is an effort being 
made to reduce the ration roll and confine it to the 
indigent and helpless? If no rations are issued, how 
are the indigent cared for? 

(f) Individual Indian moneys. — The uses to which 
these moneys are mainly put. Are they being used for 
the betterment of the Indians or for immediate need 
or maintenance? The manner in which requests for 
the use of these moneys are made by the Indians, re- 
ceived by the superintendent and employees, arid the 
supervision exercised over the matter of purchases 
made by the Indians therefrom. Is there a well- 


10 


<let1iie(l plan in operation looking to the use of these 
moneys for the purpose of home building, farming de- 
velopment, and providing for the industrial needs of 
the Indian? Are the Indians incurring indebtedness 
ill anticipation of these moneys? Are superintendents 
taking initiative in encouraging Indians to invest 
their surplus funds properly? 

(g) Tribal moneys. — The approximate amount and 
classes of tribal moneys held in trust by the Govern- 
ment. How these moneys are now being used, and in 
what manner would they contriliute most largely to 
the welfare of the Indians? 

(h) Indian traders. — Are the licensed traders ob- 
serving the regulations of the Government? The ag- 
gregate amount of indel)tedness by Indians to the 
traders and the maximum individual accounts found 
on traders’ books. Do the traders maintain a system 
of bookkeeping that will admit of rendering itemized 
bills? Do the Indians trade mainly with licensed 
traders or can they i-each trade centers beyond the 
reservation boundaries? Are the Indians being en- 
couraged by traders or others to expend undue sums 
of money for gewgaws or articles of distinctly Indian 
character which they do not need? Do they yield to 
this temptation and to what extent? Are the Indians 
permitted or encouraged to form the “ debt habit,” 
and thereliy anticipate their income, inheritances, or 
resources? 

(i) Leasing of tribal lands. — If tribal lands are 
leased to whites for grazing purposes, do these leases 
interfere Avith the agricultural pursuits of the In- 
dians? Do such leases interfere with the live stock 
interests of the Indians? To what use are the moneys 
accruing from these leases now being put, and in 
wliat uses could they be made to contribute most to 
the future welfare of the tribes? 

(j) Reimbursable funds. — In what way has the use 
of such funds proven advantageous to the Indians, 
and to what extent has it enabled them to utilize 


17 


their imids and other resoui-ces and advance toward 
self-support? Is the ri^ht kind of property and live 
stock being bought to meet the particular needs of 
the Indians, and are the beneliciaries worthy of the 
assistance given? What is the attitude of the super- 
intendent and the Indians toward such funds? Are 
the Indians conservative or indifferent as to the 
amount of indebtedness they assume? Do they 
honestly stidve to comply with the terms of their 
agreements and make repayments? Do they take 
good care of the in'ojierty furnished, especially the 
live stock? Should the system be extended or discon- 
tinued? If extended, how much money could be used 
to advantage in addition to what has lieen appor- 
tioned ? 

(k) Employment for Indians: 

1. In the Indian Service . — The extent to which In- 
dians are employed in accordance with the require- 
ments of law and the estalilished ])olicy of the service 
in all positions which they are competent to fill. Are 
competent Indians being encouraged and assisted to 
(lualify, through civil-service examinations, for ap- 
l)ointment to ])ositions in the service? Are Indian 
employees being assisted and encouraged in meeting 
the requirements of their position? 

2. Outside the service . — Are the Indians, educated 
and uneducated, being assisted in every practicable 
way to obtain employment along such lines as they 
are qualified to follow? Are Indians taking employ- 
ment with exhibitions and shows ; and, if so, what is 
the moral effect upon those so employed and upon the 
other Indians of the reservation? Are they being dis- 
couraged from such employment? 

3. Returned students . — Are the superintendents 
keeping in close touch with returned students, assist- 
ing them in every possible way to make use of their 
school training and advising them as to the use of 
their material resources? Number of returned stu- 


18 


dents supporting themselves, either on or off the res- 
ervation, and in what manner. Are pupil records be- 
ing properly kept, in order that superintendents may 
have information as to the ability and character of 
returned students ? 

(1) Roads and bridges. — Approximate number of 
miles of roads. Number of miles under supervision 
of Government. Number of miles covered by right of 
way. Are roads on section lines? How located with 
respect to the Indian allotment or home? How are 
county roads maintained? How are the Government 
roads maintained? Approximate condition of each- 
class of roads. How much voluntary work by In- 
dians, and are there any Indian organizations for road 
work? Suggestions for improvement of road condi- 
tions. Number of large bridges. Character of bridges 
on the reservation. How erected and maintained. 

4, HEALTH— SCHOOL. 

(a) Physical examination of pupils. — On entrance 
to school. Frequency of, during school year. In the 
field before starting to nonreservation schools. Be- 
fore outing. 

(b) Sanitary care of pupils while in school. — 
Rations, bill of fare. Preparation and serving of ra- 
tions. Are rations sufficient in quantity? Of good 
quality? Is there sufficient variety? Care of foods. 
Refrigerators, ice boxes, cellars, etc. Diet for weak 
pupils. Is there a special diet provided? Diet tables. 
Drinking water. Purity of water. Drinking foun- 
tains. 

(c) Clothing — suitability to climate. — Supply of 
clothing. Condition. Methods of washing and disin- 
fection. 

(d) Observance of sanitary and health regula- 
tions. — Bathing, how frequent, facilities for. Condi- 
tion of lavatories, closets, and urinals; disinfection. 
Weighing of pupils, regularity and record. Exclu- 
sion of active tubercular and segregation of acute 


19 


trachomatous pupils from well children. Open-air 
sleeping. Open-air classes, adaptability of climate 
for. Sleeping porches. Cleanliness of objects 
handled in common. Adoption of Pullman towel 
system, possibility of. Individual lockers. Toilet 
articles — combs, brushes, toothbrushes, tooth pow- 
der, supply and method of caring for. Con- 
ditions of teeth -of pupils, care of teeth. Employ- 
ment of dentists. Dormitories, capacity, cubic air 
space. Electric alarm systems, installation of, in dor- 
mitories. Overcrowding. Single beds, beds and bed- 
ding, condition and sufficiency of. Airing and sun- 
ning, frequency of. Methods of sweeping and dusting. 
Oiling of floors. Painting of walls and ceilings, use 
of sweeping compounds. Disposal of sewage, sys- 
tem of garbage disposal, garbage cans. Management 
of dairy. Care of yards and grounds from sanitary 
standpoint. Prevention of flies and mosquitoes, de- 
struction of breeding places, fly-tight manure pits, re- 
moval of manure. Screening of buildings. Methods 
employed in destroying flies and mosquitoes. 

(e) Methods of physical training. — Calisthenics, 
breathing exercises, etc., in classrooms. Provision 
for physical instruction in the daily program. Time 
allowed for physical training in the classrooms. 
Marching. Games and plays, playground equipment, 
character. Athletic equipment and supplies, suffi- 
ciency. Outdoor games. Setting-up exercises. Mili- 
tary training. General athletics. Gymnasium, equip- 
ment of. Time devoted to outdoor relaxation each 
day. Supervision of physical training. 

(f) Instruction in hygiene and sanitation. — Extent 
of, methods employed, classroom instruction. Lec- 
tures on trachoma and tuberculosis. Use of the stere- 
opticon. 

HE A L TH—RESER VA TION. 

(a) Hospitals. — How many, when erected, size, 
where located, and condition of buildings. How con- 


20 


ducted. Number of patients for whom healthful ac- 
commodations are provided and average number so 
accommodated. Attitude of Indians toward the insti- 
tution. 

(b) “ Save the babies.” — Is everything practicable 
being done by employees for carrying out circular 
dated January 10, 1916? How? Has the superin- 
tendent made a careful examination to determine 
what steps can be taken for getting expectant mothers 
in hospitals? What are their home conditions? Has 
the family a cow and do babies get the milk? Have 
doctors and matrons made a study of this subject, 
particularly as to diet, hygiene, etc.? Report fully 
on this subsection. 

(c) Sanitary conditions. — Agency buildings and 
grounds, Indian homes and premises, including venti- 
lation, overcrowding, lighting, cleanliness, food, and 
clothing; disposal of excreta, care of the sick, and 
prevention of the spread of disease, and spitting. 

(d) General health of Indians. — Physical condition ; 
state of nutrition ; alleged prevalence of tuberculosis, 
trachoma, venereal and other communicable diseases ; 
infant mortality ; use of alcohol, mescal, or other 
deleterious substances ; habits and customs prejudicial 
to health. 

(e) Food and water supply. — Sources, quantity, and 
protection from contamination. 

(f) Efficiency of physicians, nurses, and field ma- 
trons. — Inspection of sanitary condition, prevention of 
disease, and enforcement of health regulations. 

5. EMPLOYEES— SCHOOLS. 

(a) Quarters for employees. Are reception rooms 
provided ? 

(b) Social conditions among employees. 

(c) Reading courses. 

(d) Division of labor. 

(e) Employees’ meetings. 


21 


(f) Organizations among employees. 

(g) Cooperation. 

(h) Adequacy of employee force. 

(i) I'ositions recommended for abolishment. 

(j) Means of social entertainment and diversion. 

(k) Employment of Indians. 

(l) Esprit de corps. 

(m) General recommendations. 

(n) Efficiency reports on form 5-4001. 

PURCHASE DIVISION. 

(a) In making open-market purchases, how is the 
advertisement for bids handled and how many con- 
cerns usually are invited to bid? Where are they lo- 
cated and are they such hr ms or individuals as might 
naturally be expected to bid on the particular articles 
advertised for? 

(b) Is any one hrm or person getting the monopoly • 
of the orders? Are purchases from Indians fairly 
made so as to give all a chance, or are one or two 
Indians getting the full beneht of the advertisements 
for beef, hay, or wood, etc., or for the orders placed 
without advertising? 

(c) Is the superintendent extending as far as he 
should the territory in which to advertise or is he 
restricting it to the traders or stores in the immediate 
vicinity of the school or agency, and if so, is he 
justihed in so doing? 

(d) How is he using the $250 general authority 
referred to in circular 1011, so far as purchases go? 
Is he following the rules laid down for the use of 
those general authorities? Is the quality of the goods 
bought, both in open market and on contract, satis- 
factory ? 

(e) Is proper inspection made of all goods, where 
the inspection is required of the superintendent, before 
the goods themselves are accepted? 

(f) Is proper care being taken of the goods and 
supplies both in the commissaries and storehouses 


find after they are issued to the employees and 
others ? 

(g) Are superintendents buying in accordance with 
nuthorities and contracts, or are they in any case ar- 
ranging with the vendor or contractor to substitute 
other articles? 

(h) Look very carefully into the use of Class IV 
moneys where purchases are involved to determine 
whether the superintendent is making these properly, 
whether favoritism is shown, prices paid which are in 
keeping with maidvet conditions, and otherwise making 
expenditures in the same manner as they would if these 
were to be presented to the office for prior approval. 

(i) Examine sales of surplus property, such as ex- 
cess cattle, hogs, grain, other forage, etc., and see 
whether the excess was sold merely to make Class IV 
money for other purposes ; whether the need for the 
sale was legitimate ; whether the sale was conducted 
as authorized by the office, through sealed bids or by 
auction, and not at private sale unless particularly 
authorized. 

(j) Examine the sale of Government property to 
employees. See that the amounts sold are such as 
are permitted by the regulations, are accounted for, 
and the proceeds properly taken up. 

(k) Are issues of Government property such as 
tableware, dishes, clothing, etc., made contrary to 
regulations to and for the use of Government em- 
ployees or to the employees’ mess? What method does 
the superintendent employ in accounting for property 
issued in accordance with existing regulations to em- 
ployees for their temporary use? 

(l) Are the rates paid for wagon transportation 

f 

fair to the Government and to the freighter? Has 
favoritism been shown and are Indians given the 
work wherever it is practicable and proper for them 
to have it? Are they paid fair wages in comparison 
with what the whites would do the work for? Are 


23 


whites overpaid? Were bids asked for, if whites are 
doing the freighting? 

(m) Are superintendents giving proper considera- 
tion to the disposition of surplus property of all 
kinds? 

FORESTRY. 

(a) Force and equipment. — Is the equipment suffi- 
cient and is it so distributed al)out the reservation as 
to he (piickly availalde in case of fire? What are 
tlie danger points as to forest hres? 

(b) Roads, trails, and telephones. — Are the roads, 
trails, and telei)hone lines sufficient for the protection 
and best use of the foi*est, and are they kept in repair? 

(c) Cabins and corrals. — Are the cabins sufficient in 
nuinher and satisfactory as to construction, and are 
they proi)erly i)laced? Are corrals and pastures pro- 
vided for stock used by forest officers? 

(d) Timber sales. — General condition of timber sale 
work. Violation of agreements by timber contractors. 
Commission of waste by Indians and others. Should 
more sales of timber be made? State reasons. 

(e) Sawmills. — A^alue and efficiency of the sawmills. 
Is lumber projierly piled in the yards? Precautions 
taken to guard against tire. Demand for lumber by 
the Indians and agency. Desirability of establishing 
new sawmills. 

LAND DIVISION. 

1. LEASING ALLOTTED INDIAN LANDS. 

(a) Area of farming land leased. 

(b) Area of grazing land leased. 

(c) Number of leases of both classes. 

(d) Adequacy of rental. 

(e) Character of improvements. 

(f) AVhether any subleasing in violation of regula- 
tions. 


24 

2, RIGHTS OF WA Y. 

(a) List of rights of way and names of roads using 
same. 

(b) Is proper authority granted in each case for 
right of way? 

(c) Names of any trespassing companies and full 
facts as to trespass. 


3. FEE PATENTS, 

(a) What percentage of Indians who have received 
patents in fee have made good? 

(b) How many competent Indians on the reserva- 
tion who are qualified to care for their own affairs, 
but who refuse to make application for a patent in 
fee for the reason that they do not desire to pay 
taxes on their land? 

(c) Do you recommend that the competency com- 
mission visit the reservation for the purpose of recom- 
mending the issuance of patents in fee to Indians 
who are fully competent? 

(d) Attention is invited to the act of June 25, 1910 
(36 Stat. L., 855), which provides that the Secretary 
of the Interior must determine the heirs of a de- 
ceased Indian allottee, and if he finds that the heirs 
are qualified to care for their own affairs, he shall 
issue to them a fee patent. Are there many cases on 
the reservation that come within the meaning of this 
act? 

4. SALES. 

(a) What is the method of advertising sales? Is it 
the most effective method? If not, submit recom- 
mendation. 

(b) Is the land appraised at full value? 

(c) Is there competition on the reservation? If 
not, why not? 


25 

5. ALLOTMENTS, 

(a) What use are the Indians making of their 
allotments? 

(b) If reservation is allotted, are there unallotted 
lands? 

(c) Have Indians received best land? 

(d) Does superintendent suggest changes in allot- 
mput; if so, why? 

(e) If there are mining operations on the reserva- 
tion, report should be made of the approximate loca- 
tions ; the area of the work ; the names of the per- 
sons or companies interested ; and whether such lo- 
cations interfere or will interfere with future allot- 
ment work. Also the report should give the date of 
the mineral claim or location. 

(f) If there are surplus lands and unallotted 
Indians, report should be made as to the advisability 
of continuing allotment work. 

IRRiaATION. 

(a) What is area of irrigable land? What area 
under present system? How much under cultivation? 
Is system being extended? Are ditches properly cared 
for? Does farmer understand irrigation? Are struc- 
tures of permanent character? Do the Indians ap- 
preciate value of irrigation? Have they necessary 
equipment for farming to best advantage? 

(b) Are the irrigation force and the agency force 
working harmoniously? If not, what is the cause of 
the friction? Is the irrigation work being done 
economically ? 

HEIRSHIP. 

(a) Carefully investigate ,the character, reputation, 
and office industry of examiners of inheritance. 

(b) Attend some of their hearings and note care- 
fully procedure followed and whether in accordance 
with promulgated rules. 


•JG 

(c) Are examiners, superintendents, and other em- 
ployees working in harmony for mutual assistance? 

OFFICE WORK. 

(a) Superintendent. — Is he in active charge of the 
office, and how is his time divided between field and 
office work? Is the superintendent getting out over 
the reservation, and is the chief clerk strong enough 
to handle the job? 

(b) Clerical force. — Is it adequate and properly or- 
ganized? How? Is the work kept up to date? Is 
the force harmonious and fully alive to the needs of 
the business end of the reservation? Does the chief 
clerk have control of the office force? 

(c) Accounts. — Does ])resent practice offer adequate 
assurance of integrity in disbursing of funds and 
caring for public property? 

(d) Property. — How is school and agency property 
handled? Its condition and method of disposition. 

(e) Records. — Are all required records being prop- 
erly kept, papers filed conveniently and carefully, and 
the office conducted in a modern, efficient way? 

(f) Official correspondence. — Is it expeditiously and 
carefully handled, both as to the Indian Office and 
other correspondents? 


o 




I 






V 



e I ^ 


0 


* ^x. ^ V f ’ * »- "C> V. 

1 

• -■ ° 

•*’ <y 


o V 





0 


• c\ 




•* c 

V * 

<0"' A ^G 

'■°^% °o C°' .‘J 

, 0^ ° 

<0 t7^ . * 

A pL ^ O' 

O ^ ^CiA> -X J) rU -» 

aO *o«o’ V ' 

^v : * 

\\ ° ^ /"G '^*v 




1 








vi>> • 

V^ 

.0^ c ° ° ^ o 

G • 

■ 0^ : 




"n#. » 

rX^ g» vKSv^ * -O,^ ^ '-Z^ -J ^ 

<?v *- « o o. > O , T * r o 

'■'- %■ v'^ .'•=• ■\, aO^ 'L’(^ 

■<5. <?• -Wa-. ■"■%. ,/ 

.v-^ 

A 0° .^ 


» « 


* o 




A ^ ' 

vP b 


A o^ > ^ 
•C-f^ O ‘ ^ 

‘ = » o ’ o^ 

A »A A" 



4 

^ '^o*a'* Deacidified using the Bookkeeper process. 

A ^ Neutralizing agent: Magnesium Oxide 

^ Treatment Date: March 2010 

p 0^ PreservationTechnologies 

* A ^ A WORLD LEADER IN COLLECTIONS PRESERVATION 
5» A" 111 Thomson Park Drive 

* ^ Cranberry Township, PA 16066 



(724) 779-2111 








o 


u> 




I ■> 


1^0 


o. 




m/ ■ 

J <!-f' f' 

V ^=«o’ 

,*•. '^'i> V. „ t ^ o 


. 0 ^ .V 

V V. ■' * ” 


• * S 




O^ ‘^ . , 1 * ' aO 


A 


rV ^■ 

, 0 ' j^'’ 

‘ ■"^■Y. %/ .'■ 

->< o <0 rT * 

. YW^[> ,0 ^ 

/V, o V' c^ '5 

I", -rf :s^ 






\V 7 


0 

O N 0 ^V 


^ v>> ^ fM 

^ ” A^ ^ ^(>7 

f* V <?' ^ 


°<X. ‘"’"’y 

H> V ^ 

^ ^ V " 

) % 


P a"^* 


' i'i / A 

J iii ^ * "^ 


0° 

T T-5T 


N. MANCHESTER, 
INDIANA 


O N 0 


9> # 


O 




O 



